Activity box

ABSTRACT

An activity box includes two pairs of wheels having blind holes, two axles having two ends releasably insertable into the blind holes, and a box defining a space having a defined volume sufficiently large to fit the axles. The wheels include a first magnetically attractable component. The axles include a second magnetically attractable component secured at each end of each axle. The axles have a length spanning a width of the box, which has two pairs of through holes on two opposing sides to accommodate the axles, such that the axles are threaded through the through holes. The two pairs of wheels are rotatably attached to the box by magnetically coupling the first magnetically attractable component to the second magnetically attractable component, such that the activity box is configured to be used as a cart that can be rolled over a surface.

CROSS-REFERENCE TO RELATED APPLICATIONS

This application is a divisional application of and claims the benefitof priority to U.S. application Ser. No. 16/653,035, filed on Oct. 15,2019, the contents of which are hereby incorporated by reference.

TECHNICAL FIELD

This invention generally relates to toys, and more particularly toactivity boxes.

BACKGROUND

Children can develop spatial, language, cognitive, and problem-solvingskills by playing with toys such as toy building blocks. It is desirablethat such toys be safe and easy to use.

SUMMARY

One aspect of the present invention features an activity box includingactivity box, including two pairs of wheels having blind holes, thewheels comprising a first magnetically attractable component; two axleshaving two ends releasably insertable into the blind holes, the axlescomprising a second magnetically attractable component secured at eachend of each axle; and a box defining a space having a defined volumesufficiently large to fit the axles, the axles having a length spanninga width of the box, the box having two pairs of through holes on twoopposing sides of the box to accommodate the axles, such that the axlesare threaded through the through holes, wherein the two pairs of wheelsare rotatably attached to the box by magnetically coupling the firstmagnetically attractable component to the second magneticallyattractable component, such that the activity box is configured to beused as a cart that can be rolled over a surface.

In some embodiments, the side of the box defines an orifice. In someexamples, the activity box further includes a string configured to bethreaded through and secured to the orifice. In some cases, the activitybox further includes a toggle string comprising a dowel, wherein thetoggle string is configured to be threaded through the orifice. In someembodiments, the activity box further includes a magnetic lid havingfive different apertures, each aperture shaped to fit a componenttherethrough.

In some arrangements, the dowel has a length greater than the diameterof the orifice. In some embodiments, a side of the box defines a slot.In some embodiments, the first magnetically attractable component isembedded within the wheels at a base of each blind hole. In someexamples, the first magnetically attractable component is a magnet. Insome cases, the second magnetically attractable component is anovermolded insert. In some arrangements, the overmolded insert is anovermolded steel insert.

Another aspect of the present invention features an activity box,including a corner protector having: a rigid plastic core having a pairof walls integrally connected and forming a first right angletherebetween and a plate extending perpendicularly from an interiorsurface of the pair of walls, the plate having a threaded rod extendingfrom a top surface of the plate; and a shock-absorbing exterior surfacemolded over the rigid plastic core; a box having two adjacent sidesforming a second right angle at a corner recess configured to receivethe corner protector; and a wooden brace attaching to the two adjacentsides at the corner recess, the wooden brace defining a hole configuredto receive the threaded rod, wherein the corner protector providesimpact resistance for the activity box.

In some embodiments, the shock-absorbing exterior surface is made out ofa flexible or pliable material. In some examples, the flexible orpliable material is rubber, silicone, or polyurethane. In somearrangements, the wooden brace provides support to a load or strengthensthe second right angle.

Another aspect of the present invention features an activity box,including: a removable panel; a plurality of components designed tocooperate with each other in order to form a rectangular shape havingdimensions sufficiently large enough to occupy about one third of avolume of the activity box; a magnetic lid having a rim with fourmagnetic elements embedded therein, the magnetic lid having fivedifferent apertures, each aperture shaped to fit a componenttherethrough, wherein each component is shaped to fit through only oneof the five different apertures.

In some embodiments, the component is shape sorter block. In someembodiments, the removable panel has an opening to facilitate removal ofthe panel. In some arrangements, the plurality of components has athree-dimensional, geometric shape. In some examples, thethree-dimensional, geometric shape comprises a sphere, a cube, a cuboid,a cylinder, a triangular pyramid, a square pyramid, a plank, a torus, atriangular prism, a pentagonal prism, a trapezoidal prism, an arch, orany combination thereof. In some cases, the plurality of componentscomprises a dowel, a string, a toggle string, or any combinationthereof. In some embodiments, the plurality of components comprises afirst magnetically attractable element and a second magneticallyattractable element, wherein the first magnetically attractable elementis configured to magnetically couple to the second magneticallyattractable element.

Various embodiments of the present disclosure relate to activity boxesincluding a plurality of components, some including magnetic elements, alid, and a removable panel that can provide a child with numerous,different activities (e.g., at least 20 activities or more) to do. Suchactivities can increase in complexity and consequently, be suitable fora wide range of ages of children (e.g., between 12 months and 48 monthsof age). Furthermore, the activity boxes described herein include aplurality of components that can fit neatly into a box for compactstorage. In addition, the activity boxes described herein are safe andmade of non-toxic materials that can be easily wiped clean with a dampcloth.

The details of one or more embodiments of the invention are set forth inthe accompanying drawings and the description below. Other features,objects, and advantages of the invention will be apparent from thedescription and drawings, and from the claims.

DESCRIPTION OF DRAWINGS

FIG. 1 is a perspective view of an activity box.

FIG. 2 is an exploded, perspective view of the activity box.

FIG. 3A is a top view of the activity box when configured to be used asa cart.

FIG. 3B is a side, perspective view of the activity box of FIG. 3A.

FIG. 4A is a perspective view of a wheel.

FIG. 4B is a cross-sectional view of the wheel of FIG. 4A.

FIG. 5A is a side view of an axle.

FIG. 5B is a side, cross-sectional view of the axle of FIG. 5A.

FIG. 6A is a top view of a lid.

FIG. 6B is a bottom view of a box including corner protectors.

FIG. 6C is a bottom view of the box excluding corner protectors.

FIG. 7A is a perspective view of the box.

FIG. 7B is a cross-sectional view of a corner of the box.

FIG. 8 is a perspective view of a corner protector.

FIG. 9 is a cross-sectional view of the lid.

FIG. 10A is a side view of the box.

FIG. 10B is a cross-sectional view of the activity box.

Like reference symbols in the various drawings indicate like elements.

DETAILED DESCRIPTION

FIG. 1 shows a perspective view of an activity box 2. Activity box 2includes a box 4 and a lid 6. Box 4 has a pair of side walls 5, a pairof end walls 7, an open top 9 (shown in FIG. 2), and a bottom surface 40(shown in FIG. 6B). In this example, box 4 is rectangular in shape;however, box 4 can be, for example, a square or any other suitablegeometric-shaped container. Box 4 and lid 6 are made out of non-toxicmaterials (e.g., wood) and can be coated with water-based, non-toxiccoatings. In some embodiments, the activity box 2 is made out of aplastic material. Lid 6 is also rectangular in shape and has a top side11, a bottom side, a pair of side edges 13, and a pair of end edges 15.Lid 6 defines a first aperture 14 a, a second aperture 14 b, a thirdaperture 14 c, a fourth aperture 14 d, and a fifth aperture 14 e. Lid 6is a shape sorter lid having each aperture shaped to fit a componenttherethrough. The apertures can have any suitable geometric ornon-geometric shapes. In the example shown in FIG. 1, the first aperture14 a has a square shape, the second aperture 14 b has a circular shape,the third aperture 14 c has a triangular shape, the fourth aperture 14 dhas a pentagonal shape, and the fifth aperture 14 e has a trapezoidalshape. Side walls 5 define a first through hole 8 a, a second throughhole 8 b, a third through hole 8 c, and a fourth through hole 8 d. Thefirst through hole 8 a and second through hole 8 b are defined by oneside wall and are positioned closer to a bottom edge of box 4 than to atop edge of box. Similarly, the third through hole 8 c and fourththrough hole 8 d are defined by the other side wall of box 4 andpositioned such that they align with the first through hole 8 a andsecond through hole 8 b. End walls 7 define a first slot 10 a and asecond slot 10 b that can be used as handles to grab the activity box 2.Box 4 further includes a first corner protector 12 a, a second cornerprotector 12 b, a third corner protector 12 c, and a fourth cornerprotector 12 d.

Referring to FIG. 2, activity box 2 includes a first plurality ofcomponents 16 a and a second plurality of components 16 b. The explodedview shown in FIG. 2 illustrates the order in which the lid 6, firstplurality of components 16 a, removable panel 18, second plurality ofcomponents 16 b, and box 4 are arranged and nested during storage.Activity box 2 further includes a bag for receiving the first and secondplurality of components 16 a and 16 b in case the user chooses not tonest all of the components for storage. Each one of the plurality ofcomponents 16 a and 16 b is designed to cooperate with each other inorder to form a rectangular shape, as shown in FIG. 2. Each one of theplurality of components 16 a and 16 b has dimensions sufficiently largeenough to occupy about one third of a volume of box 4, when thecomponents are arranged to cooperate with each other. In some examples,when both the first and second pluralities of components 16 a and 16 bare arranged such that each one of the components are arranged tocooperate with each other, the first and second plurality of componentshas dimensions sufficiently large enough to occupy about two thirds of avolume of box 4. In some embodiments, when both the first and secondpluralities of components 16 a and 16 b are arranged such that each oneof the components are arranged to cooperate with each other, the firstand second plurality of components has dimensions sufficiently largeenough to occupy about half, about three quarters, or about seveneighths of a volume of box 4.

The first and second pluralities of components 16 a and 16 b have athree-dimensional, geometric shape. The three-dimensional, geometricshapes include a sphere, a cube, a cuboid, a cylinder, a triangularpyramid, a square pyramid, a plank, a torus, a triangular prism, apentagonal prism, a trapezoidal prism, an arch, or any combinationthereof. For example, as shown in FIG. 2, activity box 2 includes a setof eighteen building blocks 70 that can be arranged in a 6×3 array.Activity box 2 further includes the following components: 18 buildingplanks 72, three threading blocks 76, four right triangles 78, fourthreading beads 80, two arches 82, four figurines 84, five shape sorterblocks 86, four wheels 26, a threader string 88, and two dowels 90. Insome examples, each shape sorter block 86 is shaped to fit through onlyone of the five different apertures 14 a, 14 b, 14 c, 14 d, and 14 e oflid 6. The first and second pluralities of components 16 a and 16 b caninclude components that further include a first magnetically attractableelement and a second magnetically attractable element. The firstmagnetically attractable element can be configured to magneticallycouple to the second magnetically attractable element. In someembodiments, the magnetically coupleable components can be magneticallycoupled to adopt a defined arrangement that is suitable for storage inthe box 4.

Activity box 2 includes a removable panel 18 that defines an opening 20.Removable panel 18 can be used to divide the first plurality ofcomponents 16 a from the second plurality of components 16 b when storedin box 4. Thus, when in use, the removable panel 18 is positioned on topof the second plurality of components 16 b being stored inside box 4 andthe first plurality of components 16 a is stored on a top surface 19 ofthe removable panel 18. Alternatively, in some embodiments, theremovable panel 18 can be positioned under the second plurality ofcomponents 16 b or on top of the first plurality of components 16 aduring storage in box 4. The opening 20 is defined near an end edge 21of the removable panel. In some embodiments, opening 20 can be definednear the end edge opposite of end edge 21, near the center of theremovable panel, or in any suitable portion of the removable panel 18.Opening 20 facilitates removal of the removable panel 18 from storage bya user. In some embodiments, the removable panel 18 can define two,three, four, five, or more openings that facilitate removal. Opening 20has a circular shape; however, opening 20 can have any other suitablegeometric or non-geometric shape.

Box 4 further includes an orifice 22 defined by end wall 7. End wall 7further defines the second slot 10 b, as shown in FIG. 2. Activity box 2can further include a string 30 which can be threaded through or securedto the orifice 22, as shown in FIGS. 3A and 3B. The string 30 can beused to pull the activity box 2 when configured to be used as a cartthat can be rolled over a surface. String 30 can be a toggle string 74.In some examples, toggle string 74 can be a string secured to a dowel.The dowel can have a length that is greater than the diameter of orifice22. In this manner, when the string is threaded through orifice 22 andpulled by a user (e.g., a child 28) the dowel abuts an interior surfaceof end wall 7 without exiting orifice 22 and enables the activity box 2to be moved in the direction of the pulling force. In some embodiments,the dowel is a rod or a flat piece of wood or plastic. In some examples,the dowel has a rectangular or cylindrical shape.

When used in the cart configuration, as shown in FIGS. 3A and 3B, theactivity box 2 includes a first wheel 26 a, a second wheel 26 b, a thirdwheel 26 c, a fourth wheel 26 d, a first axle 24 a, and a second axle 24b. FIG. 4A shows a perspective view of a wheel 26 having a first surface27 a that further defines blind hole 32. FIG. 4B shows a cross-sectionalview of wheel 26 on line 34 of FIG. 4A. Blind hole 32 has a depth d thatstarts at the first surface 27 a but does not go through to the secondsurface 27 b. Wheel 26 includes a first magnetically attractablecomponent 36 that is embedded within the wheel 26 at a base 29 of blindhole 32. In some embodiments, the first magnetically attractablecomponent 38 is a magnet or a component that is attracted to a magnet.In some examples, the first magnetically attractable component 36 ismade from a ferromagnetic material.

FIGS. 5A and 5B show an axle 24 having a pair of second magneticallyattractable components 38 secured a first and second ends 31 a and 31 bof axle 24. In some embodiments, the second magnetically attractablecomponent 38 is a magnet or a component that is attracted to a magnet.In some examples, the second magnetically attractable component 38 ismade from a ferromagnetic material. In some embodiments, the secondmagnetically attractable component 38 is an overmolded insert. Theovermolded insert can be a steel insert. Box 4 defines a space having adefined volume sufficiently large to fit the first and second axles 24 aand 24 b. First and second axles 24 a and 24 b have a length/spanning awidth w of the box 4. Box 4 has two pairs of through holes (i.e., 8 a, 8b, 8 c, and 8 d) on two opposing side walls 5 that accommodate the firstand second axles 24 a and 24 b. The first and second axles 24 a and 24 bare thus threaded through the through holes 8 a, 8 b, 8 c, and 8 d whenthe activity box 2 is in the cart configuration. A user (e.g., a child28) can releasably insert the first and second ends 31 a and 31 b of thefirst and second axles 24 a and 24 b into the blind holes 32 of thefirst, second, third, and fourth wheels 26 a, 26 b, 26 c, and 26 d,respectively. Next, the user (e.g., a child 28) can rotatably attach thetwo pairs of wheels 26 to the box 4 by magnetically coupling the firstmagnetically attractable component 36 to the second magneticallyattractable component 38 secured at each end 31 a and 31 b of each axle24. Thus, the axles 24 and wheels 26 are physically and mechanicallyengaged during assembly of the cart configuration. Alternatively, insome embodiments, the axles can releasably couple to the wheels via asnap-in or click-in couplings.

FIG. 6A shows a top view of the top side 11 of lid 6. Lid 6 has fivedifferent apertures (i.e., 14 a, 14 b, 14 c, 14 d, and 14 e), eachaperture shaped to fit a component therethrough, as described above.FIG. 6B shows a bottom view of box 4 having a bottom surface 40 andcorner protectors 12 a, 12 b, 12 c, and 12 d disposed at each corner.FIG. 6C shows a bottom view of box 4 excluding corner protectors 12 a,12 b, 12 c, and 12 d. As can be seen in FIG. 6c , box 4 has two adjacentsides 42 a and 42 b forming a right angle α at a corner recess 46.Corner recess 46 is configured to receive a corner protector 12. Box 4further includes a wooden brace 48 that is attached to the two adjacentsides 42 a and 42 b at the corner recess 46. The wooden brace 48 definesa hole 50. The wooden brace 48 provides support to a load, strengthensright angle α, or both provides support to a load and strengthens rightangle α.

FIG. 7A shows a perspective, partially transparent view of box 4including the corner protectors 12 a, 12 b, 12 c, and 12 d. Cornerprotectors 12 a, 12 b, 12 c, and 12 d are designed to non-releasablycouple to an outer surface of each corner of box 4. FIG. 7B shows across-section view on line 54 of FIG. 7A. As is shown in FIG. 7B, athreaded rod 52 of corner protector 12 is non-releasably inserted (e.g.,glued) into hole 50. Thus, hole 50 is configured to receive the threadedrod 52.

Referring to FIG. 8, corner protector 12 has a rigid plastic core havinga first wall 58 a and a second wall 58 b that integrally connected andform a first right angle α therebetween. The rigid plastic core can bemade out of nylon, polyamide, or any other suitable materials. Cornerprotector 12 further includes a plate 56 extending perpendicularly fromfirst and second interior surfaces 60 a and 60 b of the first and secondwalls 58 a and 58 b. The plate 56 has the threaded rod 52 extending froma top surface 62 of the plate 56. Corner protector 12 further includes ashock-absorbing exterior surface molded over the rigid plastic core. Theshock-absorbing exterior surface provides impact resistance for theactivity box 2. Thus, the corner protector 12 enables activity box 2 tobe capable of withstanding foreseeable use, damage, or abuse bychildren, such as impact of the activity box 2 onto an impact medium(e.g., a ground surface). In some embodiments, the shock-absorbingexterior surface is made out of a flexible or pliable material.Non-limiting examples of flexible or pliable materials include rubber,silicone, and polyurethane. In some embodiments, the rubber material canbe a thermoplastic rubber. In some embodiments, the shock-absorbingexterior surface is made from a material including, but not limited to,a thermoplastic polyurethane, thermoplastic rubber, and thermoplasticelastomer.

Referring to FIG. 9, lid 6 is a magnetic lid having side edges 13 withfirst magnetic elements 64 embedded therein. Lid 6 can be a magnetic lidhaving rims or edges with more than one magnetic elements embeddedtherein. In this example, lid 6 has four magnetic elements 64 embeddedwithin the side edges 13. Box 4 further includes four magnetic elements66, as shown in FIG. 10A, which is a cross-sectional view of box 4.Magnetic elements 66 are embedded within the top edges 68 of side walls5. Magnetic elements 64 and 66 are positioned such that they arepartially or completely aligned in order to facilitate magnetic couplingof the lid 6 and box 4 when lid 6 is placed on top of box 4. In theexample shown in FIG. 10B, the magnetic elements 64 and 66 are alignedwith through holes 8 a and 8 d. In some embodiments, the magneticelements 64 and 66 can be positioned in any suitable portion of any edgeof lid 6 and box 4, respectively. In some embodiments, the magneticelements 64 and 66 are magnets or components that are attracted to amagnet. In some examples, the magnetic elements 64 and 66 are made froma ferromagnetic material. In some embodiments, the magnetic elements 66are ferromagnetic screws or magnetic screws. In some embodiments,magnetic elements 64 are semicircular or circular magnets.

In play, the activity box 2 can be used in different configurations andwith different activities that range in complexity and suitability for avariety of children ages. For example, activity box 2 can be used as ashape sorter box by placing the lid 6 on top of the box 4. The user(e.g., a child) can then match the shape of the shape sorter blocks 86to the shape of the apertures 14 a, 14 b, 14 c, 14 d, and 14 e and thendrop the shape sorter blocks 86 through the apertures. In anotherexample, the activity box 2 can be used by a user (e.g., a child) to“play pretend” using the figurines 84 and building house-like structureswith the remaining components of the activity box 2. In another example,in play, the user (e.g., a child) can use the plurality of components 16a and 16 b to build upward structures (e.g., towers). In someembodiments, the removable panel 18 can be made of a material that isoptically transparent (e.g., a clear plastic). In yet another example,in play, the user (e.g., a child) can sort the plurality of components16 a and 16 b by, for example, color or shape.

In another example, in play, the user (e.g., a child) can use theplurality of components 16 a and 16 b to make patterns (e.g.,positioning one type of component next to a different type of componentand repeating this structure sequentially). In another example, in play,the user (e.g., a child) can use the plurality of components 16 a and 16b to make a domino trail using the building planks 72. In anotherexample, in play, the user (e.g., a child) can arrange the plurality ofcomponents 16 a and 16 b into shapes that resemble letters of thealphabet. In another example, in play, the user (e.g., a child) canmagnetically couple wheels 26 and use the removable panel 18 as a rampto roll the wheels 26 on. In another example, in play, the user (e.g., achild) can use the dowels 90 as “drumsticks” to bang on the bottomsurface 40 of box 4. As previously described, in play, the user (e.g., achild) can use the activity box 2 in the cart configuration where theplurality of components 16 a and 16 b can be loaded into the spacedefined by box 4.

In another example, in play, the user (e.g., a child) can thread thethreader string 88 through threading beads 80 and create patterns.Threading encourages hand-eye coordination and using both handstogether. In another example, in play, the user (e.g., a child) can usethe plurality of components 16 a and 16 b to build house-like structuresby using the empty space defined by box 4 as an “empty room.” In anotherexample, in play, the user (e.g., a child) can use the plurality ofcomponents 16 a and 16 b to build or create faces and expressions.Building faces with the plurality of components 16 a and 16 b can help achild become more aware of her or his feelings, which is an early stepin developing self-regulation. In another example, in play, the user(e.g., a child) can use the plurality of components 16 a and 16 b tobuild more elaborate, three-dimensional structures (e.g., tower-like,bridge-like, or city-like structures).

In another example, in play, the user (e.g., a child) can use theplurality of components 16 a and 16 b to practice jumping over smallhurdles (e.g., by placing a dowel end of the threading string 88 into afirst wheel 26 a and placing a toggle end of the threading string 88into a second wheel 26 b). In another example, in play, the user (e.g.,a child) can use the plurality of components 16 a and 16 b to make pathsfor figurines 84 by lining up the building planks 72 on a surface. Bylining up objects and creating paths, a child can develop spatialrelationships (e.g., by learning that multiples of one object canconnect and build something larger on a flat plane). In another example,in play, the user (e.g., a child) can use the plurality of components 16a and 16 b to learn how to count (e.g., by building towers with one ormore building blocks 70). In yet another example, in play, the user(e.g., a child) can use the plurality of components 16 a and 16 b tobuild tower-like structures. In yet another example, in play, the user(e.g., a child) can use markers to draw or write on a removable panelmade from a clear plastic material.

While a number of examples have been described for illustrationpurposes, the foregoing description is not intended to limit the scopeof the invention, which is defined by the scope of the appended claims.There are and will be other examples and modifications within the scopeof the following claims.

1-14. (canceled)
 15. An activity box, comprising: a removable panel; aplurality of components designed to cooperate with each other in orderto form a rectangular shape having dimensions sufficiently large enoughto occupy about one third of a volume of the activity box; a magneticlid having a rim with four magnetic elements embedded therein, themagnetic lid having five different apertures, each aperture shaped tofit a component therethrough, wherein each component is shaped to fitthrough only one of the five different apertures.
 16. The activity boxof claim 15, wherein the removable panel has an opening to facilitateremoval of the panel.
 17. The activity box of claim 15, wherein theplurality of components has a three-dimensional, geometric shape. 18.The activity box of claim 17, wherein the three-dimensional, geometricshape comprises a sphere, a cube, a cuboid, a cylinder, a triangularpyramid, a square pyramid, a plank, a torus, a triangular prism, apentagonal prism, a trapezoidal prism, an arch, or any combinationthereof. 19-20. (canceled)